The Trauma-Informed School

A Step-by-Step Implementation Guide for Administrators and Building Leadership Teams

Learning Objectives

Review the ACEs and their impact on brain development

Review why the suvival brain is not prepared for learning.

Why traditional practices are failing.

Why a trauma-informed approach is best practice for all of our students

Strategies and effective systems that have a positive impact on your school culture and outcomes

Module B

Recognize/AdultFinding our triggers and understanding their impact

Conscious Discipline, Dr. Becky A. Baily

Key Points for Review• We have to be SELF-REGULATED if we are

going to help our students regulate.•  A student’s behavior is a reaction to FEAR OF

FAILURE, and not feeling SAFE. •  If we move towards CALM, we look at the

behavior as a teachable moment.• We approach the student with POSITIVE

INTENT and look for win/win solutions.

Recognize React

Traditional discipline approach has been to….

Causes Students to Escalate

Self-regulation is the foundational component to emotional wellbeing and lifelong success.

Conscious Discipline, Becky A. Baily

“A deeper understanding of ourselves…leads to a deeper understanding of our students.”

I Am Triggered“I am angry”

I CalmBreathing deeply &

noticing our emotions

I FeelIdentifying and

naming our emotions

I ChooseReframing the problem with positive intent and connecting with others

I SolveWin/win solutions

are abundant.

The 5-Step Self-Regulation Process."

Concious Discipline, Dr. Becky Bailey

National trends show schools making very slow improvement with a great amount of effort.

Teachers are spending greater amounts of time with student behavior problems.

Student coming to school unprepared for learning and class engagement.

Teachers experiencing frustration and dealing with high levels of “burnout.”

Action Plan Chapter 3

Benchmarks for Preparing for the Implementation Process

Benchmarks With Checklist Chapter 4

Benchmarks for Implementing Systems and Strategies

A hand no one should have to hold!

Adverse Childhood Experiences

Chapter 1

Adverse Childhood Experiences Study

A hand no one should have to

hold!

Dr. Rob Anda CDC

Dr. Vincent Felitti Kaiser Permanente

ACE Study Facts that many are unaware of….

•Started as a medical study. •17,300 Adults were part of the original study that is still active

today •75% Caucasian •39 % College Graduates •36% Had some college background

•All the participants have/had living wages with medical insurance

Participants were Middle Class or Affluent

Maltreatment/neglect ACEs

Family environment/ACEs

1. Child Sexual Abuse 2.Child Physical Neglect 3.Child Physical Abuse 4.Child Emotional Abuse 5.Child Emotional Neglect 6.Witnessing Domestic Violence against the mother 7.Loss of a Parent to Death or Abandonment 8.Mentally ill, Depressed, or Suicidal Family Member 9.Incarceration of a Family Member 10.Drug Addicted or Alcoholic Family Member

What are the 10 Adverse Childhood Experiences?

ACE Study: A Paradigm Shift

Caring Adult Relationships

=

Chapter 1

Just a few examples of “resilience” to overcome ACEs

• Attachment to a caring adult

• The ability to calm oneself

• Learning to ask for help

• Trust

• A sense of belonging

• Learning how to self advocate

• Showing empathy

• Learning to show appreciation

• Developing a sense of control

• Hope

• Verbally saying “I love you”

• Acknowledging when you are wrong

• Having clear expectations and rules

• Helping a child develop problem solving skills

• Giving a child choices

• Establishing consequences

• Allowing a child to experience success and failure

• Letting a child know that you are available to help

Share with an elbow partner a significant caring adult relationship, that has impacted the person you are today.

Caring Adults in your life…

How many of you were able to choose the family you were born into?

The “caregiver” is responsible for their child’s brain development

Healthy Brain Development Survival Brain - Ready to Fight or Flight

Chapter 1

Students that have developed a survival brain… it didn’t happen over night…

It has taken years of living with toxic stress and learning how to survive within their

toxic environments.

The brain drives behavior

There is a story behind the student’s behavior

Why a Trauma-informed Approach?

Suspended Education Southern Poverty Law Center, 2010

(APA, 2008, Skiba & Rausch)

The research is telling us that traditional approaches to school discipline are failing

Suspended Education Southern Poverty Law Center, 2010

(APA, 2008, Skiba & Rausch)

Why a Trauma-informed Approach?

Excessive out of school suspensions

Pipeline to Prison

Why a Trauma Informed Approach?

Trauma research tells us that students who survive trauma and grow to be successful identify one single variable in their success. They were

connected to a caring adult who believed in them and cared about them.

The student behavior is not about you, it’s about what the student is going through?

Why a Trauma Informed Approach?

Older students when in fight-flight-freeze mode… they flip us off and leave

Why a Trauma Informed Approach?

The message is… “you are good or you are bad”

Why I Implemented a Trauma-informed Approach to School Discipline at Lincoln High School

Implemented a Trauma-informed Model 2010-2011

Dr. John Medina, author of Brain RulesToxic stress

Brain is overwhelmed with “Cortisol”

Fight-Flight-Freeze

The brain cannot physiologically take in new knowledge or problem-solve.

It is out of the student’s control

Chapter 7

Safety

Connection

Problem Solving

www.consiousdiscipline.com/

We started with these three strategies

Staff Development - the impact of trauma

Trauma LensNew Approach

“We went from reacting and telling”

to “Asking and responding?”

18

The Research Tells Us We Need a “New Approach

The new approach is what is best for all kids…

Trauma-informed Practices

The Building Principal has to be the leader

The Building Principal Leads the Implementation Process along with his/her Leadership Team

Building a Trauma Leadership Team

Pick diverse staff members who are respected by their peers

75-80% Staff Commitment Less than 75% = Sabotage

It’s a journey It’s not a foot race…

A Trauma-informed Approach… everyone is heading for the same target

“Building a caring adult relationship with their students”

The Main Office Becomes the Family

Our Students and their Families are our Customers

Chapter 3

Many parents do not feel comfortable in a school setting

Our body language and expressions set the office climate for those we serve

If I were to visit your school and check in at the main office, what would I notice about the culture and climate?

We determine the culture of our office…

We can be the calm to settle the storm

Chapter 3

This is an image that many of our parents have of their school experience.

Our upset parents are usually ready for a conflict

Take time to build a positive relationship with new students and their families

This is a good time to address any concerns in which you might pick up from their file…gang activity, attendance

issues, credit deficient, and behavior issues.

Chapter 3

Student’s healing will be found in the

moments student’s voice is heard and

validated

Allowing students to express their feelings is the beginning… to changing their belief

system about

This becomes the platform in which

trust and relationship can begin

A trauma-informed model builds positive caring adult relationships through holding kids… ACCOUNTABLE

Traditional School Discipline

Trauma-informed approach to school discipline

Teach students about stress, self-regulation, and

hold them accountable

Students need time to de-escalate

Y0U… need time to self-regulate

Identify triggers and provide options

Comfort Zone

I can manage my stress

High Stress Zone

Principal’s office becomes a classroom…

Trauma impacted students don’t understand unconditional love

Implement Options For AccountabilityIn School

Suspension

Timeout Lunch Detention After-school Detention

Hold Students Accountable

Illegal/Charges/Arrest

Chapter 3

Keeping “Gang” violence out of the school setting …

High Adult Visibility Before School, Passing Time, Lunch, and After School

Greeting kids before and after school

Specifically look for students who isolate

Proactive, Proactive,

Proactive, Proactive

Make note of an upset student and follow up

Chapter 5

Keep connected to your struggling kids

Acknowledge kids doing it…right

Correct Student Behavior (Take Away the Audience)

Staff visible during passing time… proactive

Effective Systems for Collecting Data

It’s critical that you have baseline data to compare and contrast first year implementation data.

Sample of Behavior Tracker….office referralsStudent Date Grade Teacher Left Campus Consequences Ethnic Lunch Prog. Parent Notification Ad Arrested

1/31/12 9 Refusal  to  Work 1  day  of  ISS W Mom Jim9/10/12 10 Le=  Campus Lunch  Det W Jim9/12/12 10 Defiance 1  day  ISS W X Jim9/13/12 10 Le=  Campus 1  day  ISS W mom Jim9/13/12 10 Truant 1  day  ISS W dad Jim9/14/12 10 Defiance A=er  School  Det.  30 H X Broo9/17/12 11 Le=  Campus 1  day  ISS W X Mom Jim9/18/12 10 Defiance 1  day  ISS W X Jim9/18/12 11 Fight 1  day  oss,  2  days  ISS W X Grandma Jim X9/18/12 11 Fight 1  day  oss,  2  days  ISS H X mom Jim X9/19/12 9 Defiance Lunch  Det W X Jim9/20/12 12 Assault 3  day  OSS,  Transfer W X Jim Charged9/26/12 10 Det.  Refusal 3  days  Lunch  Det. W X Jim9/26/12 10 DisrupTon 1  day  ISS W X Mom Jim9/27/12 9 Out  Disrupt 1  day  oss,  1  day  ISS W X BD Mom Jim9/27/12 12 Teacher's  Com 1  day  ISS H X BD Jim9/28/12 10 Defiance 1  day  ISS,  2  days  Lunch W X Mom Jim9/28/12 10 Truant 1  day  ISS,  2  days  LunchH H X Mom Jim10/1/12 12 Defiance 1  day  ISS H X IEP Jim10/1/12 12 Le=  Campus 2  day  ISS W X BD Mom Jim10/1/12 12 Truant 2  day  ISS W X BD Mom Jim10/2/12 10 Defiance I  day  ISS W X Mom Jim10/4/12 12 Assault 5  day  Suspensiohn H X Mom Jim Arrested10/4/12 12 Defiance 1  day  suspension,  1  day  ISS W Jim10/4/12 11 Fight 1  day  ISS,  2  day  Suspension H X IEP Jim10/4/12 12 Le=  Campus 1  day  ISS H X Mom Jim10/4/12 12 pot  possession I  day  ISS,  2  day  Suspension H X Mom Jim Charged10/5/12 12 Det.  Refusal 1  day  ISS W Jim

Chapter 8

LAST FIRST DOB GR PARENTS ADDRESS PHONE PRLT SUPT PA LT PET #Abs08/02/96 10 1809 Plaza Way, TRLR 11, WW (509) 240-5948 12/12/12 12/13/12 605/15/97 9 630 Chase Ave, WW (509) 200-5946 10/7/12 10/8/12 10/9/12 11/28/12 2012/21/95 11 313 N Roosevelt, WW (509) 522-4249 1/31/13 312/18/96 10 312 S 11th Ave, WW (509) 524-3019 11/16/12 11/28/12 701/15/95 12 DROP - 18 YOA (509) 380-1619 11/16/12 11/19/12 11/28/12 2301/01/96 11 1910 Sunset Dr, Apt A (509) 876-2970 11/16/12 11/28/12 401/14/97 9 DROP - TRANSFER OOD (509) 629-8478 10/30/12 10/31/12 5.512/26/96 10 210 Cascade Dr, WW (509) 540-9786 11/16/12 105/09/96 11 324 Myrtle St, WW (509) 301-4840 1/31/13 2/4/13 408/21/95 12 225 NE C St, CP (541) 310-9276 12/12/12 12/13/12 1/11/13 702/08/97 10 116 W Pine St, WW (509) 876-4481 10/7/12 11/28/12 12/12/12 710/13/97 9 634 Cardinal Dr, WW (509) 876-4465 10/7/12 111/16/95 10 817 N Main St, WW (509) 200-7797 11/16/12 11/28/12 5.509/25/95 11 317 Grape St, WW (509) 525-5353 11/28/12 1/11/13 2.505/25/97 9 317 Grape St, WW (509) 525-5353 10/7/12 10/8/12 10/9/12 12/11/12 1904/23/96 11 712 Lincoln St, WW (509) 540-1840 11/16/12 12/12/12 5.510/17/95 11 1235 S Dewey Dr, CP (509) 956-6490 11/16/12 1/11/13 1/31/13 * 14.503/23/97 10 1038 Franklin St, WW (509) 200-4307 11/28/12 12/12/12 1/11/13 7.510/11/95 11 419 N 13th Ave, WW (509) 526-5540 11/16/12 206/22/95 12 320 N 7th, Apt E, WW (951) 415-7161 10/7/12 10/8/12 11/28/12 9.5202/21/96 11 324 E CHERRY ST, WW (509) 526-5078 10/31/12 11/28/12 1/11/13 8.511/18/96 10 612 CHASE AVE, WW (509) 876-6792 10/31/12 203/01/98 9 209 N COLVILLE ST (509) 876-4053 10/31/12 11/6/12 504/18/96 11 26 W Maple, WW (509) 386-5733 10/7/12 10/8/12 10/9/12 11/28/12 12.509/25/97 9 26 W Maple, WW (509) 386-5733 Carry Over 15.510/29/95 11 321 S Wilbur, WW (509) 836-9396 11/16/12 11/28/12 1/11/13 8.509/22/95 11 421 E PINE ST, WW (509) 540-3553 10/31/12 11/6/12 11/16/12 1/11/13 16.5

DOB GR ADDRESS PHONE PRLT SUPT PA LT PET #Abs01/19/97 9 738 N 6th Ave, WW (509) 956-6853 1/31/13 2/4/13 2/5/13 * 1312/28/96 10 1331 West Pine St, TRLR 5, WW (509) 529-0232 10/7/12 10/8/12 10/9/12 712/28/96 10 1331 West Pine St, TRLR 5, WW (509) 529-0232 10/7/12 10/8/12 10/9/12 711/06/97 9 1507 Walla Walla Ave, WW (509) 629-2475 11/13/12 11/13/12 11/13/12 11.509/19/96 10 708 Edith Ave, WW (509) 301-1895 1/11/13 301/02/95 12 DROP - 18 YOA (509) 526-4039 Carry Over 8.503/09/96 11 311 Howard St, WW (509) 629-3122 11/28/12 4.507/01/97 9 408 SE 3rd St, CP (509) 956-8620 12/12/12 12/13/12 306/06/96 11 220 Garden Dr, WW (509) 240-4539 11/16/12 11/28/12 501/06/97 10 310 S 10th, WW (509) 876-2045 10/31/12 11/6/12 11/7/12 11/28/12 26.5

Tracking Student Attendance

Student Focus of Concern Staff MeetingsName Grade Concern Action Plan Done

12 Attendance Megan’s 18, we’ll try to make contact and follow-up on her attendance. Working with Brian

X

Attendance Living outside our district in Prescott. We are contacting Prescott High School to make sure they contact her for enrollment. Heather is attending AEP

X

12 Attendance We have received a request for Diana’s transcripts X

Attendance/ Has a sick child Principal’s Letter sent home X

Attendance Have talked to dad, he is to be enrolling. Have not seen him as of yet. – Conference with dad, Principal’s Letter, Superintendent’s Letter & Prosecuting Attorney Letter sent home – Dad pulled Andrew out of school to do an Online

X

Attendance/May have moved to Mexico Has moved to Mexico X

Attendance Principal’s Letter and Superintendent’s Letter sent home X

Attendance/Juan has enrolled and should be attending his classes.

Juan is attending classes at Lincoln. X

12 Has earned his GED. Wants to re-enroll and earn his H.S. diploma

Was picked up and placed at JJC for several months – would not take him at Lincoln

X

11 Attendance Principal’s Letter, Superintendent’s Letter, and Prosecuting Attorney’s Letter sent home – Contempt Charges have been filed

X

11 Attendance/Family issues Working with Casey Cramer, Principal’s Letter and Superintendent’s Letter sent home – Dealing with serious home issues. Brooke has filed a Petition.

X

12 May be cutting classes Doing well in some classes and struggling in others. Playing Basketball. X

11 Truant/Not coming to school or staying at school Home visit, parent conference, Principal’s Letter, Superintendent’s Letter, and Prosecuting Attorney’s Letter sent home – Has been petitioned – Currently in Pathways JJC, looking to return to Lincoln.

X

11 Attendance/GED Program released for online schooling X

11 Attendance/Will be living on own Changed his schedule/Helping him with job placement/will track his attendance and progress. Principal’s Letter, Superintendent’s Letter, and Prosecuting Attorney’s Letter sent home – Brooke filed a Petition

X

Attendance/Word is out that she has moved back to Texas Moved to PortlandX

Attendance Some heavy home stuff happening right now and was ill. X

12 Attendance/Sick Baby - Principal’s Letter & Superintendent’s Letter sent home – Place in Contract Program

X

Chapter 8

Track Your School’s Failure Percentage

These students should be showing up on your Student Focus of Concern Spreadsheet

Look for patterns

Grade Levels?

Content Area?

Specific Teachers?

How do use a School Resource Officer?

Chapter 5

“I am going back to the streets a different person with a new perspective”

How to use In School Suspension Room EffectivelyISS should be flexible with several options available besides disciplinary consequences

ISS holds kids accountable to do their school work… they don’t fall behind

ISS holds kids accountable to attend school… no free days out

Students are being supervised by a caring adult in a safe environment… relationships are developed

Teachers or students may request a timeout if they are escalating or feel that they are about to escalate… teaches students an option for self-regulation

Students not able to regulate in ISS, are referred to the office.!

Always notify the ISS supervisor when and why you are sending a student to ISS. If student does not make it to ISS,

the supervisor will alert the office.

Chapter 6

How to respond to staff pushing back on the model

Seek common ground based on research

Time for a serious discussion if this school is the best placement for those not supporting the new approach

Chapter 5

Look for creative ways to help students earn credits for those who are credit deficient… with integrity

Contract Classes… students can move quickly if they choose

After School Programs… count hours towards elective credit

Summer School… contract model

Building Community Partnerships… more effective than working in “silos”

Trauma-informed Judges

Juvenile Justice - CASA

Children’s Home Society CPSBoys & Girls Campfire

Erasing the Past - Hope for the FutureConnecting Kids CollegeFaith-based

Providence St. Mary Medical Center •  Health Fair •  Employee as internal champion •  Dr. Vincent Felitti staff visit •  All nursing staff (250) trained

Health Center… community collaboration

Get your students out in the community in high profile community service activities.

Why a Trauma-informed Approach For All Kids

“I  came  to  Lincoln  and  you  loved  me.”

Student Disciplinary Office Referrals

0

150

300

450

600

2009-2010 2010-2011 2011-2012 2012-2013

242280

320

600

School incidents requiring police action

0

12.5

25

37.5

50

2009-2010 2010-2011 2011-2012 2012-2013

121117

48

Number of days students were out of school

0

200

400

600

800

2009-2010 2010-2011 2011-2012 2012-2013

053050 96103135

798 Suspension Days

Expulsion Days

State assessment scores 2012 & 2013

0

22.5

45

67.5

90

Reading Writing Algebra Geometry Science

57

72.3

51.7

89.480.9

21.2

54.3

24.7

66.564.7

Social and emotional regulation and development = Engagement in the Learning

0

20

40

60

80

2009 2010 2011 2012 2013 2014

78

69

5557.754.6

44.4

Lincoln High School Graduation Rates

WHAT IS MY OWN ACE SCORE?

Using your cell phone…use your search engine to log into

PollEv.com/jimsporleder253

Website: http://fairydustteaching.blogpost.com

Feeling Scale

Website: http://fairydustteaching.blogpost.com

Safe Zone… not a time out

The mantra should be posted with high visibility We are Safe!

Heather Forbes, “Help for Billy”

The Five Life Skills

Why is this system an effective strategy for behavior management? It is built around kindness and safety. There are five points to a star, and there are five expected behaviors for the classroom. 1. Be Respectful – I treat others how I want to be treated Are you

being polite or rude? 2. Be Responsible – I do the right thing and can be trusted to do what needs to

be done. Are you being trustworthy or careless? 3. Be Patient – I can wait calmly for someone or something. Are

you being calm or restless? 4. Be Careful – I treat friends and things in a gentle way. Are you

being gentle or rough? 5. Be Helpful – My words and actions help not hurt others. Are

you being helpful or hurtful?